In 2022, the Oregon Department of Education (ODE) implemented a new initiative referred to as Aligning for Student Success: Integrated Guidance for Six ODE Initiatives(External link), requiring Oregon school districts and charter schools to undergo a comprehensive needs assessment and application process to continue receiving funds from six key grants. The intent of the Integrated Guidance initiative is to streamline the grant application process while simultaneously aligning strategies to provide better outcomes for students. The six grants that are a part of the initiative include:

  • High School Success (HSS) is focused on improvement of graduation rates as well as career and college readiness.
  • Student Investment Account (SIA) is focused on reducing academic disparities while increasing academic achievement and meeting the mental and behavioral health needs of students.
  • Continuous Improvement Planning (CIP) is focused on continuous improvement of educational opportunities.
  • Career and Technical Education (CTE/Perkins) is focused on development of academic knowledge in addition to technical and employability skills for secondary students.
  • Every Day Matters (EDM) is focused on addressing chronic absenteeism through increased attention on student engagement, school culture, climate and safety, culturally sustaining pedagogy, and family and community involvement.
  • Early Indicator and Intervention Systems (EIIS) is focused on creating and supporting cohesive systems of data collection and analysis, interventions, and supports.
    This new process places a greater emphasis on equity, community engagement and a more well-rounded education.

You can view the Central Point School District 6 proposed Integrated Guidance plan and budget below:

  • DRAFT CPSD6 Integrated Guidance Application
  • DRAFT CPSD6 Budget

This draft will be presented to the School Board during its business meeting on Tuesday, March 7th at 6:30 p.m. at the Hanby Middle School, 806 6th Ave. Gold Hill, OR. You’re welcome to share your feedback directly with the School Board during the public comment period. Or feel free to share your feedback below.


High School Success

What is it? A fund approved by Oregon voters in 2016 that provides money to school districts to establish or expand high school programs providing career technical education, college-level courses, and dropout prevention strategies.

Purpose: Help high school students get on track for graduation beginning in ninth grade, increase on-time graduation rates, increase equitable access to advanced coursework, and improve high school graduates’ readiness for college and career.

Student Investment Account

What is it? A major fund of the Student Success Act, a business tax that Oregon lawmakers approved in 2019 to provide additional funding for K–12 school districts for specific purposes. The Student Success Act provides an estimated $2 billion every two years, with at least half of that amount coming from the Student Investment Account.

Purpose: Meet students’ mental or behavioral health needs, and increase academic achievement for students, including reducing academic disparities for economically disadvantaged students, students from traditionally underserved racial or ethnic groups, and students with disabilities.

Continuous Improvement Planning

What is it? State education rules require CPSD6 and other K–12 school districts to file a continuous improvement plan to the Oregon Department of Education every three years. The plan is essentially a school district’s periodic self-evaluation to identify strengths and areas of improvement. The plan includes information on the district’s curriculum, instructional programs, professional development activities for educators, community outreach and engagement

Purpose: Improve graduation rates and educational outcomes for all students

Career and Technical Education/Perkins V

What is it? States receive federal money for career technical education to improve access and participation in programs that prepare students for high-wage, in-demand careers in construction and other trades. A federal law passed in 2018 brought changes to the $1.2 billion annual federal investment in career technical education. In response, the state approved a four-year plan to increase career exploration, awareness, preparation, and training in CTE programs.

Purpose: Improve CTE programs to bring greater consistency of training and access for all students, particularly for students in historically underserved communities.

Every Day Matters

What is it? An ongoing state campaign working with educators, parents and community leaders to support school attendance for all students

Purpose: Ensure students are attending school every day as consistent attendance correlates to higher graduation rates and later success as adults.

Early Indicator Intervention Systems

What is it? A group of educators who gather and analyzes data at the school or district level to identify and support support students who are at risk of not graduating or dropping out; for example students who are chronically absent from school, or those who have not earned enough high school credits toward graduation as ninth graders.

Purpose: Identifies students at risk of dropping out or not graduating and provide them the academic and social supports to keep them on the path toward graduation and post-high school success.

The six programs are High School Success, Student Investment Account, Continuous Improvement Planning, Career and Technical Education, Every Day Matters and Early Indicator and Intervention Systems. They have the common elements of authentic engagement process, equity-based decision making, focus on historically marginalized students, a comprehensive needs assessment and a continuous improvement cycle. And they have the common goals of a well-rounded education, equity advanced, engaged community and strengthened systems and capacity.




Provide safe facilities designed for inclusive, well-rounded learning experiences that support student academic, physical and emotional well-being.

  • Provide facilities, fixtures and equipment supporting all students in a safe environment with equitable access to a well-rounded education.
  • Employ highly-skilled staff to provide support for safety and wellness.
  • Provide resources and professional development focused on safety.

Implement and facilitate support programs and services addressing student academic, physical, and emotional well-being.

  • Foster school climate to improve student and staff sense of belonging and engagement.
  • Community partnerships will increase opportunities for families and students to access supports that improve student mental health and emotional well-being.
  • Provide quality professional development for staff on services that can support student needs.
  • Employ highly-skilled staff who provide physical, academic and emotional services for students.

Identify barriers and provide direct student support interventions by trained staff to improve student achievement, engagement, and wellness.

  • Implement targeted interventions and data-driven decision making to inform direct student instruction and supports.
  • Provide professional development for staff focused on intervention programs designed to improve student achievement, engagement, and/or wellness.
  • Increased and equitable access to counseling and mental health supports for students in grades 6-12.
  • Employ highly-skilled staff who provide academic and engagement intervention supports and identify possible barriers for student learning.

On-going engagement, training and collaboration with stakeholders to communicate and evaluate student support data and services.

  • Use Student Information System, Student & Staff Survey data, and a K-12 Multi-Tiered System of Support (MTSS) to deeply understand student population.
  • Employ highly-skilled staff to manage and facilitate funding goals and staff development needs based on community engagement and student needs data.
  • Communication resources and tools to collaborate and engage with stakeholders.
  • Provide stakeholder training and engagement opportunities to provide feedback, evaluate data and identify needs.

Implement instructional practices and programs by trained staff and community partners to support and enrich instruction and college/career pathways.

  • Provide professional development for educators to evaluate academic achievement and provide quality instruction and academic guidance.
  • Utilize technology programs designed to support elementary students in literacy/math and secondary students in core and elective courses.
  • Develop enriching learning experiences for students and/or community partnerships, including opportunities for career and college pathways.
  • Employ highly-skilled staff who provide enriching learning experiences where students can explore career and college pathways.


We want to hear which of the strategies above you believe will have the greatest impact on ensuring student success. There are many important strategies and limited funding available so we appreciate your help in prioritizing strategies that wisely invest those dollars in helping the greatest number of students. We look forward to reviewing the comments and suggestions you provide COMPLETING THIS FORM.